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This policy study examined the differences in student achievement scores in reading and mathematics in selected public middle schools of choice and in traditional public middle schools with similar demographics and socioeconomic characteristics in a southeastern school district in North Carolina during the 1997-1998, 1998-1999, and 1999-2000 school years. The purpose was to determine whether there were significant differences in academic achievement between students in selected public middle schools of choice and students in traditional public middle schools as measured by the end-of-grade test scores in reading and mathematics. The result from the one-way ANOVA showed that there were significant differences in academic achievement between students in selected public middle schools of choice and students in traditional public middle schools as measured by the end-of-grade tests in reading and mathematics.

<p class="MsoNormal" style="margin: 0in 0.5in 0pt;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Although literacy rates have improved somehow in recent years, there are still large numbers of people that are illiterates in developing countries.<span style="mso-spacerun: yes;">&nbsp; </span>This paper examines the impact of public education expenditures, the percentage of urban population and religious affiliation on adult literacy rate in Sub-Saharan Africa. In this study, a cross-sectional data of 34 Sub-Saharan African countries with adequate data information were analyzed. The results from the ANOVA and Ordinary Least Square (OLS) regression analysis are quite conclusive - that urban population, government expenditures on education and religious affiliations do have strong statistical impact on literacy.</span></span></p>